DoDEA Prevention Programs Guide: May 2008
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Contents
Introduction ................................................................................................................................... 1 Table of Programs ........................................................................................................................ 6 Bullying Prevention ...................................................................................................................... 8 Cyberbully.org ............................................................................................................................ 8 Olweus ........................................................................................................................................ 9 Success in Stages ...................................................................................................................... 10 Behavior Management ............................................................................................................... 11 Cognitive Relaxation Coping Skills ......................................................................................... 11 Coping With Stress ................................................................................................................... 12 Character Education .................................................................................................................. 13 Character Counts....................................................................................................................... 13 Love in a Big World ................................................................................................................. 14 Positive Action .......................................................................................................................... 15 Voices Literature and Character Education .............................................................................. 16 Conflict Resolution ..................................................................................................................... 17 Resolving Conflict Creatively Program (RCCP) ...................................................................... 17 SMART Team: Students Managing Anger and Resolution Together ...................................... 18 Hate Prevention........................................................................................................................... 19 Facing History and Ourselves ................................................................................................... 19 The Peacemakers Program........................................................................................................ 20 Life Skills ..................................................................................................................................... 21 Coping Cat ................................................................................................................................ 21 Second Step............................................................................................................................... 22 Teen Outreach Program (TOP) ................................................................................................. 23 i
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Parental Involvement ................................................................................................................. 24 Guiding Good Choices.............................................................................................................. 24 Linking the Interests of Families and Teachers (LIFT) ............................................................ 25 Sexual Harassment and Abuse Prevention............................................................................... 26 Project Trust .............................................................................................................................. 26 Sexual Harassment – Intermediate Curriculum ........................................................................ 27 Teen Dating Violence Awareness and Prevention Toolkit ....................................................... 28 Substance Abuse Prevention ...................................................................................................... 29 ATHENA (Athletes Targeting Healthy Exercise and Nutrition Alternatives) ......................... 29 Too Good for Drugs and Violence ........................................................................................... 30 Suicide Prevention ...................................................................................................................... 31 A Promise for Tomorrow .......................................................................................................... 31 SOS: Signs of Suicide ............................................................................................................... 32 Additional Resources .................................................................................................................. 33 The material herein is presented for informational purposes
only and does not constitute official policy of the Department
of Defense, nor does it constitute an endorsement of any
programs by the Department of Defense Education Activity
or the Department of Defense.
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Introduction
Purpose
The purpose of the Department of Defense Education Activity (DoDEA) Prevention Programs
Guide is to assist school administrators, counselors, and school psychologists as they select
prevention programs for use in their schools. These programs cover a wide variety of behaviors
that are potentially disruptive to the safety and security of students at school. Some of these
negative behaviors include bullying and aggression by students. Other programs address issues
less obviously related to school security, but are nonetheless equally important to administrators
in maintaining a healthy and safe learning climate in their schools. These programs include
suicide prevention, substance abuse programs, curricula to help students manage anxiety and
depression, and sexual harassment prevention programs.
The 2008 DoDEA Prevention Programs Guide is the sixth in a series of guides that supplement
the DoDEA Safe Schools Handbook. Previous editions have sought to provide schools with a
new list each year of potentially useful prevention programs. Thus far, over 120 programs have
been described. The programs included in this supplement reflect changes in the field of school
violence prevention. These changes include a greater awareness of the adaptability of cognitive
behavior techniques to the school setting. The programs described in this guide also include a
growing pool of “universal” prevention programs which use a variety of tools to instill good
character, ethics, and manners in children. Finally, the addition of a cyber-bullying program
reflects the increasing prevalence of on-line bullying in schools across the world, the parallel
need to educate administrators about how students bully on-line, and suggestions regarding how
adults can prevent such bullying. This guide presents a representative cross-section of the types
of prevention programs currently available to education professionals.
This Guide presents 25 programs. DoDEA administrators and counselors can obtain copies of
previous guides by contacting the Safe Schools Team at safeschools@csc.com. Previous
editions include:
• Spring 2007, Prevention Programs Guide
• Spring 2006, Prevention Programs Guide
• Spring 2004, Prevention Programs Guide
• July 2002, Intervention Strategies Supplementary Guide
• February 2002, Intervention Strategies Supplementary Guide
This Prevention Programs Guide also includes a list of Web sites to help administrators quickly
gather information to make informed decisions about the types of intervention programs they
may find useful.
Selection Criteria
The programs included in this guide were chosen by a team of teachers, counselors and school
security experts. There are many resources available and researching them all could represent a
prohibitive time commitment for individual educators. Therefore, this guide presents a
representative cross-section of the types of programs available.
The committee limited their selections to those that met three criteria: First, programs that could
be implemented without the assistance of outside consultants were given preference. Second, the
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programs selected were within the typical discretionary spending power of individual schools.
Finally, the programs selected had a proven track record of success in schools or had been
independently evaluated and endorsed by one of the following organizations:
•
Promising Practices Network (PPN): This project is operated by the RAND
Corporation and includes partnerships with individuals and nonprofit organizations
devoted to increasing the well being of children in communities. These organizations
include The Colorado Foundation for Families and Children and the New York State
Office of Children & Family Services (OCFS). PPN maintains a database of evaluated
programs which are ranked according to numerous outcome measures. The programs are
grouped into four ratings (from lowest to highest): Screened Programs;
Proven/Promising; Promising Programs and Proven Programs. The program summaries
can be viewed at www.promisingpractices.net/research.asp.
•
Office of Juvenile Justice and Delinquency Prevention (OJJDP): A component of the
Office of Justice Programs, U.S. Department of Justice, this program supports states,
local communities, and tribal jurisdictions in their efforts to develop and implement
effective programs for juveniles. OJJDP evaluates programs and currently maintains a
database of 175 evidence-based prevention and intervention programs that can make a
difference in the lives of children and communities. OJJDP rates programs (from lowest
to highest) as Promising, Effective and Exemplary. This database is available at
www.dsgonline.com/mpg2.5/mpg_index.htm.
•
National Registry of Evidence-based Programs and Practices (NREPP): A service of
the Substance Abuse and Mental Health Services Administration (SAMHSA), NREPP is
an on-line registry of mental health and substance abuse interventions that have been
reviewed and rated by independent reviewers. The purpose of the registry is to assist the
public in identifying approaches to preventing and treating mental and/or substance use
disorders that have been scientifically tested and can be readily disseminated to the field.
The ratings are a product of a comprehensive, expansion and revision process. Since
2006, NREPP has offered numerical ratings of programs rather than descriptive awardsbased ratings. For that reason, some of the SAMHSA rated programs in this guide have
numerical ratings ranging from 1.0 (low) to 4.0 (high) while others use the older rating
system: Promising Program (good) and Model Program (best). The NREPP ratings can
be viewed at http://nrepp.samhsa.gov/.
•
What Works Clearinghouse (WWC): Operated by the Institute of Education Sciences,
the What Works Clearinghouse collects, screens, and identifies studies of effectiveness of
educational interventions (programs, products, practices, and policies). The Education
Sciences Reform Act of 2002 established the Institute of Education Sciences (IES) within
the U.S. Department of Education. IES brings rigorous and relevant research, evaluation
and statistics to our nation's education system. The What Works Database of programs
can be viewed at http://ies.ed.gov/ncee/wwc/.
If educators wish to investigate a wider range of options, the resources listed above are a good
starting point for further research.
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About the Safe Schools Program
DoDEA is committed to the physical and mental well-being of all students and staff. Each
school provides resources to support students’ need for security and well-being. Prevention
programs, psychologists and school counselors, crisis management teams and the Safe Schools
Newsletter are all key components of DoDEA’s commitment to school safety. Additionally, in
order to graduate from a DoDEA high school, students must complete coursework in suicide
prevention, emotional control, and stress management in the mental health curriculum.
DoDEA implemented the Safe Schools Program in School Year 99-00, after receiving an
overwhelming approval from DoDDS and DDESS Superintendents. It was coordinated with the
Dependents Education Council, European Schools Council Working Group, Deputy Directors,
and Service Components.
The Safe Schools Program provides a systematic approach to counter school violence, crime, and
the threat of terrorism. It also provides each school with the means to enhance the safety and
security of its students, staff, facilities, and operations. The program guidance provides a means
for the identification, intervention, and prevention of violence; the identification and application
of crime prevention techniques, and the application of DoDI 2000.16, "DoD Combating
Terrorism Standards" within the DoDEA school system. The program emphasizes risk reduction
planning – what administrators can do before an incident, to prevent it from happening and/or
reduce the effects of one, if one should occur; and incident response planning, how to respond to
an incident – evacuate, lockdown, shelter-in-place, or take cover.
No Endorsements
The material herein is presented for informational purposes only and does not constitute official
policy of the Department of Defense, nor does it constitute an endorsement of any programs by
the Department of Defense Education Activity or the Department of Defense. Special thanks to
Sarah Markel of the Safe Schools Program for her commitment to thoroughly researching
programs and developing this guide.
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How Prevention Programs are Beneficial to School Security
Prevention programs teach life skills to help students avoid risky behavior and navigate the
difficult terrain of growing up in a constantly changing world. Children of military families face
particular stresses from moving, changing schools frequently, parental deployments and global
political uncertainty. Yet, they have also been shown in several studies to be highly adaptable
and resilient, in part because of the emotional, social and cognitive support they receive at the
Department of Defense schools.
Prevention programs capitalize on that adaptability by teaching students coping skills that reduce
the overall threat of a critical incident in schools. Studies have shown that most school crises can
be avoided through early intervention. These prevention programs seek to provide that early
intervention and prevent what is known as “incident escalation.”
Incident Escalation
Each day in school, seemingly inconsequential incidents occur that nonetheless induce stress and
anxiety in students. The cumulative effect of this stress and anxiety can push some students past
their breaking point and cause them to act out in violent and self-destructive ways, leading to a
critical event. The incident escalation model depicted below illustrates this phenomenon.
Early intervention can help students who fit this model. These students are the prime candidates
for prevention programs. Alert and insightful administrators and counselors can benefit by using
this guide as a tool to aid in program selection. See the Table of Programs on page 6.
Observables, or indicators of pending critical events, are often overlooked. But, when they are detected and acted
upon, a pending critical event can be averted.
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Early Warning Signs
The key to early intervention is to recognize the warning signs that a student or group of students
may exhibit before a violent incident. The Department of Education’s publication Early
Warning, Timely Response (http://cecp.air.org/guide/earlywarning.asp), offers a list of early
warning signs that a troubled student might display. Staff, parents, and students are cautioned to
use this reference as a list of possible signs of problems, not as a checklist. To avoid
misdiagnosis, a trained mental health practitioner such as the school psychologist, must conduct
a professional assessment. Some of the listed warning signs are:
•
Expressions of violence in writings and drawings;
•
Patterns of impulsive and chronic hitting, intimidating and bullying;
•
Serious threats of violence against oneself or others; and
•
Social withdrawal.
DoDEA mental health professionals have a variety of resources available to help troubled
students, including a psychological threat assessment. Parents will be notified anytime a threat
assessment has been completed on their child.
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Table of Programs
The Table of Programs presents the prevention programs by category and indicates whether the
programs are designed for elementary, middle or high schools. Each program description
includes information on the sponsor/developer, contact information, materials, approximate cost,
implementing specifications, and a program summary. The bullets (●) indicate that the program
is offered at these school levels.
Type of Program
Elementary
School
Middle
School
High
School
●
●
●
●
●
●
●
●
Page
Number
Anti-Bullying
Cyberbully.org
Olweus
Success in Stages
8
9
10
Behavior Management
Cognitive Relaxation
Coping Skills
●
●
Coping With Stress
11
●
12
Character Education
Character Counts
Love in a Big World
Positive Action
Voices LACE
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
13
14
15
16
Conflict Resolution
Resolving Conflict
Creatively Program (RCCP)
SMART Team
17
18
Hate Prevention
Facing History and
Ourselves
The Peacemakers Program
●
●
19
20
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Type of Program
Elementary
School
Middle
School
High
School
Page
Number
●
●
●
●
●
21
Life Skills Development
Coping Cat
Second Step
Teen Outreach Program
(TOP)
22
●
23
Parental Involvement
●
Guiding Good Choices
Linking the Interests of
Families and Teachers
24
●
25
Sexual Harassment and Assault Prevention
Project Trust
●
Sexual Harassment –
Intermediate Curriculum
Teen Dating Violence
Awareness and Prevention
Toolkit
●
●
●
●
26
27
28
Substance Abuse Prevention
●
●
●
●
●
●
●
ATHENA
Too Good for Drugs and
Violence
●
29
30
Suicide Prevention
A Promise for Tomorrow
SOS: Signs of Suicide
31
32
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Bullying Prevention
Cyberbully.org
Program Description:
The Center for Safe and Responsible Internet Use
operates Cyberbully.org, a series of web pages devoted
to articles and discussions about the prevalence and
practice of on-line bullying. Unlike many other
programs, much of Cyberbully.org seeks to educate
teachers about the complex on-line behavior of teens,
the legal limits and obligations of schools, and how
technological change will continue to shape on-line
social relations. (There is a children’s version of the site
at www.cyber-safe-kids.com.)
The content of cyberbully.org is educational and
academic in nature as opposed to entertaining. The
program developer, Nancy Willard, MSW, is an attorney
and the author of two books on cyber-bullying. She is
currently developing a series of PowerPoint
presentations which educators can download to lead inservice staff presentations on how to address on-line
bullying as it affects schools. Custom programs, and
workshops for educators, both real and virtual if
necessary, are also available.
Testing and Evaluation:
• The Center for Safe and Responsible Internet Use
has not been independently evaluated at this time.
Program Format:
• Staff and faculty training.
• Power point presentations on
cyberbullying.
• On-line seminars.
• Support materials include:
o Cyberbullying and
Cyberthreats.
o Cyber-Safe Kids,
Cyber-Savvy Teens.
o Booklets, posters and student
guides to on-line safety.
o Handouts, booklets and
articles for parents.
Contact Information:
Center for Safe and Responsible
Internet Use
Nancy Willard, Executive Director
474 W 29th Avenue,
Eugene, OR 97405
Phone: 541.344.9125
Fax: 541.344.1481
E-mail: info@csriu.org
Web Site:
www.cyberbully.org
Cost: Free
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Bullying Prevention
Olweus
Program Description:
The Olweus (pronounced ole-vay-us) bullying
prevention program is the most widely tested and used
program of its kind. It has been found to reduce
bullying among children, improve the social climate in
classrooms, and reduce other antisocial behaviors. The
program usually involves a train-the-trainer seminar,
which makes it somewhat unwieldy and expensive for
individual schools. Its wide recognition, however,
makes it worth considering for schools developing their
bullying prevention program.
When implemented faithfully, the Olweus program has
been found to reduce bullying by approximately
80 percent. Most bullying prevention programs rely on
Dan Olweus’ bystander awareness theories to one
degree or another.
Testing and Evaluation:
• Large scale implementation in Norway.
• Successfully implemented in the United States,
United Kingdom, and Germany.
Awards and Ratings:
• Model Program – Substance Abuse and Mental
Health Services Administration.
• Model Program – Office of Juvenile Justice and
Delinquency Prevention.
Program Format:
• Staff and faculty training.
• Weekly classroom meetings
for students.
• Support materials include:
o Teacher Handbook: Olweus’
Core Program Against
Bullying and Antisocial
Behavior.
o Bullying at School: What We
Know and What We Can Do.
o Olweus Bully/Victim
Questionnaire with
accompanying processing
software.
Contact Information:
Susan Limber, Ph.D.
Institute on Family & Neighborhood
Life
Clemson University
158 Poole Agricultural Center
Clemson, SC 29634
Phone: 864.656.6320
Fax: 864.656.6281
E-mail: slimber@clemson.edu
Web site: www.clemson.edu/olweus
Cost: $2,000
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Bullying Prevention
Success in Stages
Program Description:
The Success in Stages program is an interactive on-line
program that seeks to reduce bullying in schools by
teaching all students – bullies, victims, and bystanders –
how to create a positive school climate. The program uses
the Trans-Theoretical Model (TTM) of behavior change
and incorporates other learning theories to help students
build upon the positive behaviors they already exhibit.
The model consists of a series of five stages, each building
upon the skills learned in the previous stage.
During extensive testing, bullying behaviors were reduced
by 30 percent among students using the middle school
version of this anti-bullying program. Children using the
elementary version of the program were three times less
likely to be bullies, victims, or bystanders.
Testing and Evaluation:
• Tested in 25 schools across the United States.
• Currently in use in U.S. schools.
Awards and Ratings:
• Effective Program – Office of Juvenile Justice and
Delinquency Prevention.
Program Format:
• Internet-based interactive
program.
• Students build upon
positive behaviors in a
series of half-hour
computer sessions.
• The program offers
individualized feedback to
each student.
• Support materials include:
o Success in Stages
Software.
o Systems guide for
Administrators.
o Teacher’s guides.
o Informational folder for
participants’ families.
Contact Information:
Channing Bete Company
One Community Place
South Deerfield, MA 01373
Phone: 877.896.8629
Fax: 800.499.6464
E-mail: custsvcs@channingbete.com
Web site:
www.successinstages.com
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Behavior Management
Cognitive Relaxation Coping Skills
Program Description:
The Cognitive Relaxation Coping Skills (CRCS)
Program helps children control heightened emotions.
Students learn methods of relaxation and rational
thinking and how to apply those skills to manage their
responses to emotionally charged situations. One of the
goals of the program is that students will learn to selfmonitor their responses to difficult situations and not
fall back upon put-downs, name-calling, emotional
outbursts, or violence.
This program has been proven to help students control
anger in a variety of frustrating situations. There were
also significant decreases in anxiety, depression, and
delinquency among children taking part in the program.
However, CRCS was most effective for students with a
high degree of anger at the outset of the program.
Program Format:
• Nine 45 minute sessions for
students.
• Support materials include:
o Implementation Handbook
for counselors using the
program.
Contact Information:
Jeffrey Deffenbacher, Ph.D.
Department of Psychology
Colorado State University
Fort Collins, CO 80523
Phone: 970.491.6871
E-mail:
Jerry.Deffenbacher@ColoState.edu
Cost: Free
Testing and Evaluation:
• Tested over three years in middle schools in Oregon
and Colorado.
• Study participants reported significantly less
anxiety, depression and deviant behavior eight
weeks after completing the program.
Awards and Ratings:
• Promising Program – Promising Practices Network.
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Behavior Management
Coping With Stress
Program Description:
The Coping with Stress (CWS) program is a depression
prevention program for adolescents (ages 12-18) who are
at-risk for depression. The program involves cognitive
restructuring techniques in which participants learn to
challenge distorted or negative thinking that can
contribute to depression. The program also seeks to
provide students with coping skills with which they can
manage stress and prevent more serious depression
developing later in life.
CWS, which involves a series of 15 counseling sessions,
was developed by the Kaiser Permanente Center for
Health Research. Gregory Clarke, Ph.D., the lead
developer for the program, noted that CWS is designed to
be delivered by trained counselors, psychologists, or
social workers and is not practical for classroom use or as
a self-help tool. The Web site containing the program
materials also includes useful resources for parents of
children taking part in the CWS program.
Testing and Evaluation:
• In 2001, a second independent evaluation found that
CWS produced significant reductions in self-reported
depression symptoms among children studied.
• CWS was not found to be effective in reducing
behavior problems among participating children.
Program Format:
• Fifteen 45-60 minute
meetings for groups of six to
ten adolescents.
• Support materials include:
o Curriculum guide for
counselors.
o Student workbook.
Contact Information:
Gregory Clarke, Ph.D.
Kaiser Permanente Center for
Health Research
3800 N. Kaiser Center Drive
Portland, OR 97227
Phone: 503.335.6673
E-mail: greg.clarke@kpchr.org
Web site:
www.kpchr.org/public/acwd/acwd.
html
Cost: Free
Awards and Ratings:
• Proven Program – Promising Practices Network.
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Character Education
Character Counts
Program Description:
Character Counts is a nonprofit, nonpartisan, nonsectarian
character education framework that teaches the Six Pillars
of Character: trustworthiness, respect, responsibility,
fairness, caring and citizenship. The K-12 component
includes an array of seminars, curricula materials, on-line
discussion forums, blogs, Web support and promotional
clothing to assist educators in using ethics education as a
vehicle for reducing anti-social behavior. Many of the
Character Counts resources are now available for free via
download from the Web site, including several newsletters
which address ethics issues related to education,
professional life, and sportsmanship.
Program Format:
• Seminars, on-line
discussion forums, and
blogs.
• Materials include
curriculum guides, bundled
kits of books, posters,
handouts, stickers, and
awards.
• Clothing, posters, and
brochures are available
individually or in bulk.
Character Counts is widely used in schools around the
world. Numerous schools within DoDEA currently use
some aspect of the program in their character education
programs. The program has been endorsed by President
Bush, the U.S. Senate, and governors of 19 states.
Contact Information:
The Josephson Foundation
9841 Airport Blvd., #300,
Los Angeles, CA 90045
Phone: 310. 846.4800 or
800.711.2670
Fax: 310.846.4858
E-mail: cc@jiethics.org
Web site:
www.charactercounts.org
Note: Character Counts was described in the 2002 and
2007 Preventions Programs Guides.
Testing and Evaluation:
• A South Dakota study funded by 4-H found that
children exposed to Character Counts had
significantly reduced rates of cheating, stealing,
and alcohol use. The program was most effective
for elementary-aged students. Teasing was reduced
by 46 percent for that group after participating in
the program.
Cost: Pricing varies based on
size of school, up to $899.95.
Many materials are free.
Awards and Ratings:
• No official ratings have been awarded at this time.
SAMHSA has awarded grants to many school
districts for the implementation of this program.
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Character Education
Love in a Big World
Program Description:
Love in a Big World is a comprehensive multi-year
character education program. Where possible, the
program is inaugurated with an inter-active musical
assembly that introduces the 24 good character traits the
program teaches. This energetic program is used to focus
the attention of students on the core message of the
program, which is good behavior. Then schools continue
the program using morning announcements, 15 minute
daily in-class exercises, and service learning projects.
Using stories and non-fiction, the program offers a
multidisciplinary approach to teaching character education
in a contemporary fashion. The program content is
constantly updated so that it appeals to the musical tastes
of young people. For schools that are unable to take part
in the assembly, the program offers unbundled services
and curriculum guides.
The non-profit program was founded by singer/songwriter
Tamara Batarseh who noticed, while working as a teacher
in Nashville, that her students responded positively when
she sang to them. The program is already in use in some
DoDEA schools.
Testing and Evaluation:
• Love in a Big World is currently being evaluated by
Vanderbilt University as part of the first Federal Social
and Character Development (SACD) Research Project
with the Institute for Education Sciences and the U.S.
Department of Education. For more information on
the study go to www.sacdprojects.net.
Program Format:
• Teacher training.
• School Assemblies.
• Curriculum
implementation assistance.
• Support materials include:
o Library books, CDs, and
newsletters, t-shirts, etc.
o 25 Pre-recorded morning
announcements.
o Daily exercises.
Contact Information:
Tamara Batarseh
Love In A Big World
P.O. Box 331024
Nashville, TN 37203
Phone: 615.242.8242
E-mail:
tamara@loveinabigworld.org
Web site:
www.loveinabigworld.org
Cost: Curriculum guides: $30.
Comprehensive program: $5,000
for the first year.
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Character Education
Positive Action
Program Description:
Positive Action is a widely tested and implemented
program which promotes character development to reduce
problem behaviors. The program is based upon a
philosophy that positive feelings precipitate positive
behavior. The program has multiple components available
separately and is flexible and has been found to be
adaptable to a variety of settings.
Each component teaches specific positive actions in the
physical, intellectual, social, and emotional areas through
six focus units. The six focus units are:
Unit 1: Philosophy and Thoughts-Actions-Feelings
Circle
Unit 2: Skills for a Healthy Body and Mind
Unit 3: Skills for Self-Management
Unit 4: Skills for Getting Along with Others
Unit 5: Skills for Being Honest with Yourself and
Others
Unit 6: Skills for Improving Yourself Continually
Testing and Evaluation:
• Reviewed by four independent evaluators over five
years.
• Positive outcomes have been replicated in numerous
settings across all demographics.
• Met What Works Clearinghouse evidence standards.
Awards and Ratings:
• SAMHSA Rating: 4.0 on a scale of 1.0 (low) to
4.0 (high).
• Exemplary Program – Office of Juvenile Justice and
Delinquency Prevention.
Program Format:
• Individual kits for Grades
K-12.
• Thoughts-Actions-Feelings
Circle illustrates how
positive thoughts lead to
positive actions.
• Workshops available.
• Support materials include:
o Elementary and
secondary climate
development kits.
o Family kit.
o Parenting Classes
Instructor’s kit.
o Grade 5 Drug Education
Supplement and
teacher’s guide.
o Conflict resolution kit.
Contact Information:
Positive Action, Inc.
264 Fourth Avenue South
Twin Falls, ID 83301
Phone: 800.345.2974
Fax: 208.733.1590
E-mail: info@positiveaction.net
Web site:
www.positiveaction.net
Cost: $360-$460 per kit.
Workshops: $250-$900.
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Character Education
Voices Literature and Character Education
Program Description:
The Voices Literature and Character Education (LACE)
Program is a character education program that uses
literature to teach students empathy and pro-social
behavior. The program places emphasis on building
caring relationships between students and teachers.
For each grade level, the curriculum involves
multicultural stories and written teacher materials which
can be incorporated into existing classroom activities as
a means to teach core values in the classroom setting.
Voices LACE is merely one component of a larger
Voices program which is currently in use in over 750
schools in the United States and involves community
support, joint campaigns and an after-school reading
program.
The program is available through Zaner-Bloser and
includes teacher resources such as daily lesson plans.
These can be accessed at www.zaner-bloservoices.com/correlations/.
Testing and Evaluation:
• Voices LACE has been evaluated in 11 studies and
extensively tested in middle schools in Cambridge,
Massachusetts.
• The program has been adopted by more than 750
U.S. schools.
• A 2005 study by Marzano and Associates found
statistically significant improvement in reading and
social skills among students in grades 1-2.
Program Format:
• Teacher training.
• Students learn character
education through literature
and class discussion.
• Support materials include:
o Teacher resource guides.
o Children’s story books and
other grade appropriate
literature. Paperback and
hardback available.
Contact Information:
Zaner-Bloser
1201 Dublin Road
Columbus, OH 43215-1026
Phone: 800.421.3018
Web site: www.zaner-bloser.com
Cost: $19 for teacher’s guide.
Accompanying children’s books
range from $4-$8. Teacher training
costs $1,400 per day.
Awards and Ratings:
• What Works Clearinghouse recognized the program
as an effective character education program.
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DoDEA Prevention Programs Guide: May 2008
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Conflict Resolution
Resolving Conflict Creatively Program (RCCP)
Program Description:
The Resolving Conflict Creatively Program (RCCP) is
one of the oldest and most widely implemented programs
available. Most notably, it was developed, implemented
and evaluated in New York City Schools. It is a researchbased, K-12 program in social and emotional learning.
Since 1985, RCCP has been helping young people
develop the social and emotional skills needed to deter
and reduce violence. Peer mediation is just the most
visible part of a program that encompasses problem
solving, life skills, and the development of ageappropriate conflict resolution skills.
Program Format:
• Professional development
for teachers and support
staff.
• Classroom instruction.
• Student leadership
opportunities.
• Workshops for parents and
caregivers.
• Support materials include:
o Curriculum manuals.
o Lesson plans.
Testing and Evaluation:
• The U.S. Department of Health and Human Services
sponsored a Columbia University study of 9,000 New
York City school children which found that
participation in RCCP led to significantly slower
growth in teacher-reported aggressive behavior.
• A study in Atlanta found that 75% of teachers reported
an increase in student cooperation.
Contact Information:
Educators for Social
Responsibility
23 Garden Street
Cambridge, MA 02138
Phone: 800.370.2515
E-mail:
educators@esrnational.org
Web site: www.esrnational.org
Awards and Ratings:
• Model Program – Substance Abuse and Mental Health
Services Administration.
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DoDEA Prevention Programs Guide: May 2008
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Conflict Resolution
SMART Team: Students Managing Anger and Resolution Together
Program Description:
The SMART Team program is a computer-based system
designed for all students in grades 5-9. Students work
alone, in groups, or in pairs. They work in a school
setting on software designed to increase their repertoire of
nonviolent conflict resolution strategies, their
understanding of what triggers their anger, and decrease
the use of violent behavior as a means of conflict
resolution.
The program design is based on the Skill Acquisition
Model which posits that there are five stages to learning a
new skill ranging from novice to expert. SMART Team
seeks to build upon each stage to promote pro-social and
nonviolent behavior in schools.
The program material, consisting of two CDs, uses eight
modules with names such as “What’s Anger,” “Channel
Surfin’” and “What’s on their Minds?” The software was
developed in consultation with a teen focus group. The
program is designed for ease of use and requires no
teacher training. Print-based teacher materials are used to
support program components.
Testing and Evaluation:
• An independent evaluation found increases in
pro-social behavior and knowledge of how personal
behavior might escalate a conflict.
• A full-scale investigation found increases in
self-knowledge and a corresponding decrease in the
use of violent acts.
Program Format:
• Software-based interactive
program.
• Students play a variety of
games which build upon
newly acquired skills for
conflict resolution and
anger management.
• The program offers
individualized feedback to
each student.
• Support materials include:
o Instructional manual.
o Six volumes of lessons.
o Research manual.
Contact Information:
Brad Oltrogge
Learning Multi-Systems, Inc.
1402 Greenway Cross
Madison, WI 53713
Phone: 800.362.7323
Fax: 608.273.8065
E-mail: info@lmssite.com
Web site: www.lmssite.com
Cost: $190
Awards and Ratings:
• Model Program – Substance Abuse and Mental Health
Services Administration.
• Endorsed by Helping America’s Youth.
• Promising Program – U.S. Department of Education:
Safe, Disciplined, and Drug-Free Schools Expert
Panel.
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DoDEA Prevention Programs Guide: May 2008
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Hate Prevention
Facing History and Ourselves
Program Description:
Facing History and Ourselves (FHAO) is designed to
reduce racism and hatred in schools. The program is
founded upon the notion that middle school children can
and should be exposed to historical events involving
human rights violations as a basis for understanding how
hatred persists. While there are on-line components
designed specifically for students, FHAO is primarily a
professional development program for middle and senior
high school teachers.
The program provides a framework for teachers to
integrate hate-prevention into existing curricula and to
facilitate class discussions on topics such as the
Holocaust, eugenics, and genocide. The program
developers have found the curriculum to be most effective
when several teachers team up to implement the program
in an inter-disciplinary fashion.
Testing and Evaluation:
• A study involving 409 students taught by four FHAO
teachers and five non-FHAO teachers found that the
students taught by those teachers who had been
exposed to the program had fewer fights, greater
interest in other ethnic groups, and increased
relationship maturity.
Program Format:
• Classroom intervention led
by trained teachers.
• Teacher workshops and
on-line training available.
• Lending Library.
• Support materials include:
o Books, films, literature.
o Student study Guides and
lesson plans.
o On-line campus.
Contact Information:
Facing History and Ourselves
16 Hurd Road
Brookline, MA 02445
Phone: 617.232.1595
Fax: 617.232.0281
Web site:
www.facinghistory.org
Cost:
Many FHAO programs are free.
On-line seminars for teachers:
$325.
Awards and Ratings:
• Promising Program – Office of Juvenile Justice and
Delinquency Prevention.
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DoDEA Prevention Programs Guide: May 2008
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Hate Prevention
The Peacemakers Program
Program Description:
The Peacemakers Program is a universal curriculum-based
aggression and hate prevention program. The
Peacemakers Program is designed specifically for older
elementary and middle school children.
The program emphasizes conflict-related psychosocial
skills such as anger management, problem solving,
assertiveness, communication, and conflict resolution.
Further, the curriculum guide offers ways of integrating
the concepts taught in the program into other school
activities. While the program is designed to be delivered
by teachers to the general student population, the
counselor’s manual contains information for psychologists
and counselors working with students with entrenched
aggression problems.
Testing and Evaluation:
• The Peacemakers Program was evaluated in six
schools in Ohio in 2002, with two additional schools
serving as control groups.
• The study found positive improvement in each of the
following aggression related variables: psychosocial
skills; self-reported aggressive behavior; teacherreported aggressive behavior; number of aggressionrelated disciplinary incidents; times conflict mediation
services were used; and suspensions for violent
behavior.
Program Format:
• 18 lesson, teacherdelivered curriculum.
• Support materials include:
o Teacher’s manual.
o Student workbook.
o Counselor’s manual.
Contact Information:
Jeremy Shapiro, Ph.D.
2669 Belvoir Blvd.
Shaker Heights, OH 44122
Phone: 216.292.2710
E-mail:
jeremyshapiro@yahoo.com
Web site: www.solutiontree.com
Cost: $300
Awards and Ratings:
• Promising Program – Department of Education: Safe,
Disciplined, and Drug-Free Schools.
20
DoDEA Prevention Programs Guide: May 2008
_____________________________________________________________________________
Life Skills
Coping Cat
Program Description:
The program was developed by Philip C. Kendall, Ph.D.,
Director of the Child and Adolescent Anxiety Disorders
Clinic at Temple University. Coping Cat applies cognitive
therapy techniques for children and adolescents with
anxiety problems. The Coping Cat Program is an
individual intervention. Trained therapists learn how to
teach children appropriate cognitive-behavioral techniques,
including:
• Recognizing anxiety and physical reactions to anxiety.
• Clarifying feelings in anxiety provoking situations.
• Developing individual coping plans.
• Allowing individuals to evaluate their performance and
administer self-reinforcement.
Dr. Kendall provides additional information on child and
adolescent anxiety disorders at www.childanxiety.org.
Testing and Evaluation:
• Coping Cat has been studied in sixteen outcome
studies. These studies have correlated participation in
the program with improvements ranging from marginal
to significant.
• Coping Cat has been implemented in Canada, the
Netherlands, Australia and the United States.
Program Format:
• 16 individual counseling
sessions.
• Support materials include:
o Therapist Manual.
o Child Workbook.
o Coping Cat videos.
o Coping Cat computer
program.
Contact Information:
Workbook Publishing, Inc.
P.O. Box 67
Ardmore, PA 19003
Phone: 610.896.9797
FAX: 610.896.1955
E-mail:
info@workbookpublishing.com
Web site:
www.workbookpublish
ing.com/anxiety
Cost: $49.95 per participant.
Awards and Ratings:
• Promising Program – The Promising Practices
Network.
• SAMHSA Rating: 3.7 on a scale of 1.0 (low) to
4.0 (high).
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DoDEA Prevention Programs Guide: May 2008
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Life Skills
Second Step
Program Description:
The Second Step Program teaches emotional literacy for
classroom success in a K-8 setting. It was developed by
the Committee for Children and has won numerous
national and local awards.
The program teaches essential competencies which
include empathy, impulse control, problem solving, and
anger management. It can easily be integrated into
academic learning requirements in a variety of subjects,
allowing teachers to “build upon what they are already
doing in the classroom.”
The program builds upon the interests and knowledge of
elementary-aged students using role playing, scripted
dialogues, and puppet shows. Second Step includes
resources for school assemblies and community-wide
character education events.
Testing and Implementation:
• A 2003 study of 156 students in grades 5-8 found
improved empathy skills in students exposed to
Second Step.
• A 2005 study found that students using the
program showed reduced rates of anxiety and
depression.
Awards and Ratings:
• Exemplary Program – The U.S. Department of
Education.
• SAMHSA Rating: 3.8 on a scale of 1.0 (low) to
4.0 (high).
• Model Program – Office of Juvenile Justice and
Delinquency Prevention.
Program Format:
• Scripted activities such as
role playing, theatre, and
puppet shows.
• Kits differ by grade, but
include cards, videos,
activity sheets and CDs.
Grade 1-5 kits include
puppets and songs. Grade
7-9 kits include scripted
lessons. Staff training
videos available.
Contact Information:
Committee for Children
568 First Avenue South
Suite 600
Seattle, WA 98104
Phone: 800.634.4449 ext. 6223
E-mail:
clientsupport@cfchildren.org
Web site: www.cfchildren.org
Cost:
$289 per kit for grades 1-5.
$159 for grades 6-8. Multigrade kits are available starting
at $535. Spanish versions start at
$60. Rental program available
for 1st year/level.
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DoDEA Prevention Programs Guide: May 2008
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Life Skills
Teen Outreach Program (TOP)
Program Description:
The Teen Outreach Program (TOP) is a prevention
program designed to help teens better evaluate their life
options so that they, in turn, can make better life choices.
The program, which has been in operation since 1974,
includes three components: classroom exercise, community
service, and service learning. The classroom component
involves small group exercises, including discussion of
topics of interest to teenagers. The community service
component challenges the students to learn new skills and
to connect with others in the community.
The service learning component provides a framework for
applying community service experiences to one’s life
choices. While the program was initially developed for
school use, it is highly adaptable and many communities
have adopted it as a drop-out prevention program.
Testing and Evaluation:
• Two independent evaluations, including a 2001 study
by Allen and Philliber, involved 695 students at twentyfive sites. Program success was based upon reduced
academic failure rates, and decreases in suspensions
and teen-pregnancy rates.
• TOP is currently being administered at approximately
400 program locations across the United States and the
United Kingdom.
Program Format:
• Weekly, group-based
classroom discussions.
• Community service activities.
• Support materials include:
• “Changing Scenes
Curriculum.”
• Community Service
Learning Guide.
Contact Information:
Wyman Teen Outreach Program
600 Kiwanis Drive
Eureka, MO 63025
Phone: 636.938.5245 ext. 226
FAX: 636.938.5289
E-mail:
teenoutreachprogram@wymance
nter.org
Web site: www.wymanteens.org
Cost: Approximately $395 to
$595 per adult participant in
train-the-trainers workshop.
Awards and Ratings:
• Promising Program – The Promising Practices
Network.
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DoDEA Prevention Programs Guide: May 2008
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Parental Involvement
Guiding Good Choices
Program Description:
The benefits of the Guiding Good Choices Program are
two-fold. The primary goal of the program is to increase
parental involvement and enhance parent-child bonding.
The secondary goal is to use that increased
communication to steer students away from drug and
alcohol abuse.
The program targets students ages 9 to 14, and uses
cartoons, role-play exercises, and group discussions
during the adolescent sessions. Parents take part in five
sessions during which they learn about the techniques
being taught in the student sessions and how they can
apply those techniques to their own parenting.
Researchers have found that parent attendance is crucial to
the success of the program. They provide numerous
strategies for getting parents invested in the success of the
program.
Testing and Evaluation:
• Field-tested for two years in ten Seattle public schools.
• Since its introduction, Guiding Good Choices has been
implemented in more than thirty states and Canada.
Program Format:
• Five two-hour themed
sessions.
• Parent-led home activities.
• Train-the-trainer
workshops available.
• Support materials include:
o Workshop Leaders Guide
and video.
o Family Guide.
o Visual aids and handouts.
Contact Information:
Channing Bete Company
One Community Place
South Deerfield, MA 01372
Phone: 877.896.8532
Fax: 800.499.6464
E-mail: prevSCI@channingbete.com
Web site:
www.preventionscience.com
Cost: $998 (25 participants)
Awards and Ratings:
• Proven Program – Promising Practices Network.
• SAMHSA Rating: 3.5 on a scale of 1.0 (low) to
4.0 (high).
• Exemplary – Office of Juvenile Justice and
Delinquency Prevention.
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DoDEA Prevention Programs Guide: May 2008
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Parental Involvement
Linking the Interests of Families and Teachers (LIFT)
Program Description:
Linking the Interests of Families and Teachers is a schoolbased prevention and intervention program designed to
help students avoid and overcome anti-social behavior,
association with delinquent peers, and drug/alcohol abuse.
LIFT was originally designed for communities with high
rates of juvenile delinquency. Much of the program can
be adapted for groups with other demographics, however.
The program is unique in that it offers behavior
management techniques for children, and also parenting
lessons so that the home environment can better reinforce
and support the good behavior that students learn at
school. To this end, the program contains numerous
resource materials that schools can send home to parents
to keep them involved with the program.
Testing and Evaluation:
• LIFT was evaluated in a randomized trial at 12 Oregon
schools.
• LIFT participants exhibited decreases in child physical
aggression on the playground and decreases in
parents’ aversive behavior.
• Teacher ratings indicated significant increases in
social skills and classroom behavior among study
participants.
Program Format:
• Parent management
training.
• Twenty 1-hour student
sessions.
• Support Materials Include:
o Weekly parent
newsletter.
o The Good Behavior
Game.
Contact Information:
John B. Reid, Ph.D.
Oregon Social Learning Center
10 Shelton McMurphy Blvd.
Eugene, OR 97401
Phone: 541.485.2711
FAX: 541.485.7087
E-mail: kathyj@oslc.org
Web site: www.oslc.org
Cost: Free
Awards and Ratings:
• Promising Program – SAMHSA.
• Promising Program – Blueprints for Violence
Prevention.
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DoDEA Prevention Programs Guide: May 2008
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Sexual Harassment and Abuse Prevention
Project Trust
Program Description:
Project Trust is an innovative program in which trained
high school students present a play about inappropriate
touching at elementary schools. The curriculum involves
the actual script of the play and a handbook for teaching
the high school students how to present the material
appropriately. There are also resources for teachers
interested in holding a question and answer session before
or after the play. The play itself, which lasts about 30
minutes, focuses on the three different kinds of touching:
nurturing, confusing, exploitive.
At this time there are 40 licensed Project Trust sites in the
United States. Those organizations will perform the play
and lead the discussions in place of local high school
students. Similarly, high schools can become certified and
present the play on a routine basis. Additionally, several
other educational programs using a similar format are
available from the Illusion Theatre.
Testing and Evaluation:
• The program was studied in four elementary schools in
Minnesota.
• Study participants showed small but significant
increases in knowledge of abuse, no increases in
anxiety and high retention of knowledge after three
months.
Program Format:
• High school students
present the play Touch to
elementary school students.
• Support materials include:
o Script of the play Touch.
o Discussion guide.
Contact Information:
Karen Gundlach
Education Program Director
Illusion Theater
528 Hennepin Avenue
Minneapolis, MN 55403
Phone: 612.339.4944 ext. 229
E-mail:
kgundlach@illusiontheater.org
Web site:
www.illusiontheater.org/
education/
Cost: Free
Awards and Ratings:
• Promising Program – Promising Practices Network.
26
DoDEA Prevention Programs Guide: May 2008
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Sexual Harassment and Abuse Prevention
Sexual Harassment – Intermediate Curriculum
Program Description:
This program was created for students in grades 7-8. It
was adapted from “The Joke’s Over,” a sexual harassment
prevention program used in secondary schools in Ontario,
Canada. This program was created by RESOLVE
(Research and Education for Solutions to Violence and
Abuse) and is a modification of the original program.
Intermediate Curriculum has three objectives:
• To educate students about sexual harassment and its
effect on individuals and the larger school community.
• To enable schools to develop a plan to create a
harassment-free school environment.
• To inform participants about appropriate responses to
sexual harassment.
Testing and Evaluation:
• Pilot study – teacher responses were all “Good” or
“Excellent;” final report pending (currently unrated).
• Program builds upon “The Joke’s Over,” a sexual
harassment prevention program used in Ontario
secondary schools.
Program Format:
• Four 1-hour modules.
• Support materials include:
o Manual for teachers.
o Resource materials for
teachers.
o Assessment component.
o Video.
o Parent letter.
Contact Information:
Patrick McLaughlin
Program Coordinator
Curriculum Accountability
Department
Toronto Catholic District School
Board
80 Sheppard Avenue East
Toronto, Ontario M2N6E8
Phone: 416.222.8282 ext. 2501
E-mail:
Patrick.mclaughlin@tcdsb.org
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DoDEA Prevention Programs Guide: May 2008
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Sexual Harassment and Abuse Prevention
Teen Dating Violence Awareness and Prevention Toolkit
Program Description:
This program addresses dating violence -- a pattern of
over-controlling behavior used against a girlfriend or
boyfriend. The program defines sexual and verbal abuse
and offers teens strategies for dealing with this type of
aggression.
The Office of the Secretary of Defense distributed the
Teen Dating Violence Awareness and Prevention Toolkit
to high schools to use as part of their existing sexual
violence prevention program. The Toolkit was sent to all
DoDEA high schools in May 2006 and included in the
administrator’s weekly packet.
High schools can use the Toolkit to hold discussions and
develop activities that educate the community and school
population, involve them in prevention, and coincide with
the classroom curriculum while also addressing
components of teen dating violence. By using the toolkit,
counselors and staff become active participants in the
prevention of teen dating violence. For training on the use
of this toolkit, school personnel may contact their local
Family Advocacy Program representative.
Program Format:
• Materials include DVDs,
books, and teacher’s
guides.
Contact Information:
Moreen Murphy, Director
National Teen Dating Violence
Awareness and Prevention Week
321 North Clark, 20.2
Chicago, IL 60610
Phone: 800-285-2221;
312.988.5494
E-mail: murphym@staff.
abanet.org
Web site: www.abanet.org/
publiced/teendating.shtml
Cost
The Toolkit was distributed by
the Department of Defense for
use in DoDEA high schools.
Awards and Ratings:
The program was developed by the American Bar
Association in conjunction with the U.S. Department of
Health and Human Services and the U.S. Department of
Justice Office of Juvenile Justice & Delinquency
Prevention. The Teen Dating Violence Prevention
Initiative was co-sponsored by 29 other educational and
law enforcement organizations including the American
Psychological Association, the Girl Scouts, and the
National Center for Missing and Exploited Children.
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DoDEA Prevention Programs Guide: May 2008
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Substance Abuse Prevention
ATHENA (Athletes Targeting Healthy Exercise and Nutrition
Alternatives)
Program Description:
The ATHENA program is a school-based initiative to
deter the use of body-shaping substances, including
steroids and diet pills, among female athletes. The
program also aims to deter drug and alcohol abuse and
addresses nutrition and healthy body image as a protective
factor. To this end, ATHENA uses cognitive behavioral
techniques, including restructuring, appropriate to a team
sports setting.
This program is unique because it is the only one of its
kind to target girls involved in sports, and to track protein
intake as a measure of well-being. The ATHENA
program’s developers offer extensive support for schools
via telephone and e-mail. Past participants have rated
ATHENA a high quality program.
Testing and Evaluation:
• A 2004 controlled trial involved eighteen high
schools.
• Study participants reported substantially less use of
diet pills, body shaping drug use, tobacco use and
laxatives.
• The study also found that study participants reported
significant reductions in marijuana and alcohol use.
• This program has been implemented in approximately
60 schools.
Awards and Ratings:
• Model Program – U.S. Department of Health and
Human Services.
• SAMHSA Rating: 3.4 on a scale of 1.0 (low) to
4.0 (high).
Program Format:
• Coach-designated athlete
squad leaders deliver
scripted lessons in small
groups.
• Eight 45-minute sessions
integrated into team
practice activities.
• Optional coach training.
• Support materials include:
o Workbook.
o Sport nutrition and
training guide.
o Teen t-shirts available.
Contact Information:
Michelle Otis
Oregon Health & Science
University
3181 SW Sam Jackson Park Rd.
Portland, OR 97239
Phone: 503.418.4166
FAX: 503.494.1310
E-mail: stinerm@ohsu.edu
Web site:
www.ohsu.edu/hpsm/athena.cfm
Cost: $280 per program kit.
Coach workshop: $505.
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DoDEA Prevention Programs Guide: May 2008
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Substance Abuse Prevention
Too Good for Drugs and Violence
Program Description:
Too Good for Drugs and Violence is designed for high
school students, and amalgamates two programs for
grades K-8: “Too Good for Drugs” and “Too Good for
Violence.” Each curriculum builds on earlier grade levels
and an instructional design that allows students to learn
skills in sequence and retain them over time. Teachers
can integrate lessons into the course of the normal school
academic curriculum.
The programs are school-based prevention programs
designed to increase students’ pro-social behaviors and
respect for others. The Too Good for Drugs and Violence
program increases students’ sense of responsibility for
themselves and others. It also reduces students’ use of
alcohol, tobacco and drugs.
Testing and Evaluation:
• Two studies of this program conducted in 2001 met
the What Works Clearing House standard, and found
the program to have positive effects on student
knowledge, attitudes and values.
• Too Good for Drugs and Violence has been
implemented in 2,500 districts and more than 48
states.
Program Format:
• Fourteen 1-hour lessons.
• Twelve additional infusion
lessons.
• Teacher training.
• Support materials include:
o Staff development
curriculum.
o Scripted lessons.
o Student and educator
workbooks.
o Parent newsletters.
Contact Information:
Mendez Foundation
601 South Magnolia Avenue
Tampa, FL 33606
Phone: 800.750.0986
Web site:
www.mendezfoundation.org
Cost: $750 for the program.
Training Workshop: $300.
Awards and Ratings:
• SAMHSA Rating: 4.0 on a scale of 1.0 (low) to
4.0 (high).
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DoDEA Prevention Programs Guide: May 2008
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Suicide Prevention
A Promise for Tomorrow
Program Description:
The Tennessee-based suicide prevention group, the Jason
Foundation, developed the program named, A Promise for
Tomorrow, to help students, teachers, and parents identify
individuals who might be considering suicide. The
program requires no prior training and can be
implemented “right out of the box.”
The program does not prepare students or staff to counsel
suicidal students. Instead, students learn how to recognize
signs that troubled friends might be suicidal and
encourage them to seek help from a responsible adult.
A Promise for Tomorrow is one of five core programs
offered by the Jason Foundation, established by Clark
Flatt after the suicide of his 16 year-old son. The other
programs include staff development training seminars,
parent seminars, a community assistance resource line
(CARL) and virtual school programs. The Jason
Foundation provides A Promise for Tomorrow kits for
free to prevent youth suicide.
Program Format:
• Support materials include:
o Lesson plan for teachers.
o Video.
o CD-ROM.
o Wallet Cards.
Contact Information:
The Jason Foundation, Inc.
181 East Main Street
Jefferson Bldg., Suite 5
Hendersonville, TN 37075
E-mail:
info@jasonfoundation.com
Web site:
www.jasonfoundation.net/
Cost: Free
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DoDEA Prevention Programs Guide: May 2008
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Suicide Prevention
SOS: Signs of Suicide
Program Description:
The SOS: Signs of Suicide Program was provided to
DoDEA by the Office of the Secretary of Defense in 2006.
Signs of Suicide received the Substance Abuse and Mental
Health Services Administration’s highest possible rating
using their new numerical system (a score of 4.0 out of a
possible 4.0). The program is a two-day school-based
intervention that includes screening for suicidal behavior
and education about suicide prevention.
The program has different components for middle and high
school students, and is presented in a manner that is
appealing to teenagers. The program’s centerpiece is a
video entitled Friends for Life: Preventing Teen Suicide.
The video is twenty-two minutes long, and conveys the
message that students should ACT (Acknowledge, Care,
Tell).
Testing and Evaluation:
• In a 2002 study, SOS students were 40 percent less
likely to report attempting suicide than those in a control
group.
• A 2007 replication study found that schools
participating for the first time experienced a 150 percent
increase in students seeking help.
• SOS has been implemented in over 3,500 schools in the
United States and Canada.
Awards and Ratings:
• SAMHSA Rating: 4.0 on a scale of 1.0 (low) to
4.0 (high).
Program Format:
• Assembly based
screening and education.
• Support materials
include:
o Procedure manual.
o Staff training video.
o Friends for Life
preventing teen suicide
DVD.
o Extensive Wed-based
resources.
o PowerPoint
Presentation.
Contact Information:
Sharon Pigeon, MSW
Program Manager
Screening for Mental Health,
Inc.
1 Washington Street, Suite 304
Wellesley Hills, MA 02481
Phone: 781.239.0071
FAX: 781.431.7447
E-mail:
highschool@mentalhealthscree
ning.org
Web site:
www.mentalhealthscreening.or
g/highschool
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DoDEA Prevention Programs Guide: May 2008
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Additional Resources
Risk Reduction Planning
• The DoDEA Education Office provides the DoDEA Crisis Management Guide at
www.dodea.edu/instruction/crisis/resources/docs/DoDEA_Crisis_Manag_Guide_07.pdf.
• DoDEA Office of Safety & Security provides the DoDEA Prevention Programs Guide
available by request to DoDEA administrators and counselors at www.dodea.edu/offices/
safety/safeSchools.cfm.
Incident Response Planning
• Bomb Threat Assessment CD, Bomb Threat Response Planning Tool available for free from
the Bureau of Alcohol, Tobacco and Firearms at www.threatplan.org.
• Federal Emergency Management (FEMA) On-line Training
• IS-100 Introduction to Incident Command System:
www.training.fema.gov/EMIWeb/IS/is100.asp.
• IS-362 Multi-Hazard Emergency Planning for Schools:
• www.training.fema.gov/EMIWEB/IS/is362.asp.
Internet Safety:
• “I-Safe” and “netsmartz” both provide extensive free resources for teachers, families and
students about protecting children from on-line crime. Both programs were described in the
2007 Prevention Programs Guide.
• www.isafe.org
• www.netsmartz.org
Hate prevention websites:
• “Preventing Youth Hate Crime” provides a manual for schools and communities at
http://149.101.1.32/crs/pubs/prevyouhatecrim.pdf.
• Partners Against Hate provides a database for schools, based on area of the country, to access
best hate prevention programs visit www.partnersagainsthate.org.
Gang Prevention:
• Information, warning signs, and prevention techniques from the San Antonio Police
Department at www.sanantonio.gov/saPD/YouthGangs.htm.
Parental Involvement:
• The National Education Association Web site for parental involvement includes tips and
strategies for parents at www.nea.org/parents.
• Project Appleseed by The National Campaign for Public School Improvement provides a
checklist for parental involvement at www.projectappleseed.org/chklst.html.
• Safe Schools reference material provided by the U.S. Department of Education’s office of
Safe and Drug-Free schools at www.ed.gov/emergencyplan.
CSC’s Safe Schools Program:
For questions about prevention programs, contact safeschools@csc.com.
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